Reinventing and reinvigorating instructional design:
Elena Kays, Rod Sims
This paper explores emergence theory as a means to interpret and redefine current approaches to and models of instructional design. Based on their extensive practical and research experience and through examples from multi-disciplinary perspectives, the authors discuss key factors from the discourse of science and architecture that are missing from contemporary instructional design approaches. Using this analysis, the authors elaborate a theory of emergent learning that transcends many existing approaches to the design and implementation of educational programs and resources. By applying this theory, it is proposed that learning can be understood from more complex and ‘chaotic’ perspectives, and consequently more amenable with and aligned to emergent social, recreational and educational networks.
Keywords: emergence theory, instructional design